Late childhood is the time when most children enter school, making new contacts with both older and younger children and a widening array of adults. The new environments and expanded interactions have major effects on children’s social and emotional development. Most children meet these challenges with excitement and success. Whereas some children become overwhelmed by these demands and changes-sometimes resulting in problem behaviors.
The emotional and psychological problems during late childhood period often surface, especially in children who lack the skills necessary to cope with their increasingly demanding environments. School-age children’s emotional and psychological problems become closely inter wined with their functioning in school, they often interfere the child’s general education development. Many of the emotional problems of adolescents and adults are direct outgrowth of disorders that appear during late childhood (Wallandar, Dekker, & Koot, 2003). Some of these problems may be self–correcting and need little intervention / supervision by parents or teachers where as others require professional help. The most common and serious problems emerging due to emotional and psychological maladaptations during late childhood period are antisocial behavior, childhood depression, childhood neurosis and asthama .
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